Game Development Reference
In-Depth Information
classes to emerge victorious. Adding to this, I incorporated a gaming ladder so that
students could see instantly where they stood in the game, and therefore in the
class. I also incorporated various
“
�
that connected to performance in
the class. Most of these rewards were aids to the students that I typically gave my
class, but were underused; I hypothesize that these rewards, if made more clearly
and connected to achievement, would provide incentive to students.
level bonuses
Observations
Results came back mixed with no discernible impact on retention and only a
small increase in overall performance. The small increase was noticeably that no
student failed the assessment, unlike previous semesters. The evidence regarding
engagement was more significant as demonstrated by their daily preparation for
class. However, even with better engagement, the grades overall for the class,
though outside the scope of the actual unit ARP, were only slightly stronger than
previous AMH 2010 courses.
To start with, my withdrawals were similar to past semesters. On average, I lose
about 20% of my students (across all classes); this semester it was 23% (7 total
students). Findings were complicated this term because my College instituted a
new withdrawal policy. Previously, students could wait until the end of the
semester to withdraw in the hopes of getting a
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withdraw passing
�
mark. The
new policy put in place a
date, and the professors were instructed to
really emphasize this with students. I heard from several of my peers that they
saw higher than usual withdrawals, especially during that last week. It is my hope
that as I try this again in the Spring 2011 semester, I might see a better result.
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hard
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Grades were better. Of the students taking the exam, all made what VCC considers
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�—
A to C range (100 to 70 in my class), as shown in Figure CH4.2.
Previously, all prior classes had some students making either a D or an F. However,
the unit assessment was a different type of assessment; previously, my Unit 2
assessment was a typical exam, so comparison is not exactly fair.
success
Moreover, the remaining unit assessments were typical
that I had given
previously. A cursory glance at those student performances indicated those exam
scores produced a typical grade distribution compared to other previous classes.
I would need to compare those to be more accurate, but in this
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exams
�
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gaming class,
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I
did have a few students who made a D or F, as I typically do.
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